The scheme of delegation as a sensemaking framework in multi-academy trusts in England: Useful tool or constraint?

Abstract

Changes to the structure of English education because of decentralisation policy, particularly since 2010, have resulted in the creation of large groupings of schools – multi-academy trusts, organisations with multi-level governance structures, set out in schemes of delegation. Although the government has demanded absolute clarity on the role and remit of each part of the structure and the relationship and reporting between them, recent research suggests that there is little clarity or consistency in the role and function of board structures, with members often confused about their roles. This study draws on data from a funded project to examine: What level of consistency there is in multi-academy trust schemes of delegation, and what evidence is there that schemes of delegation align with sensemaking models of board members? The article concludes with a discussion on what the findings imply for use of schemes of delegation as useful tools for board member sensemaking in multi-academy trusts; revealing that although they can be useful tools for sensemaking, their usage varies a great deal between boards and board members.

Pandemic, a catalyst for change: Strategic planning for digital education in English secondary schools, before during and post Covid

“…Our previous work supports strategy as a learning activity, (Baxer & Floyd, 2019;Baxter, 2020;Baxter et al, 2021a;2019b), supporting the idea of strategy as an emergent phenomenon, while also emphasising the sensemaking, practical coping aspects that appear throughout the work of Chia and Holt (2006). It aligns with Mintzberg et al (2005) in recognising that forming and executing strategy are interlinked activities.…”

Factors contributing to and detracting from relational trust in leadership: The case of primary schools in South Africa

“…But, in this sample, there was no indication of whether this reporting was accurate and/or fair. Research in other contexts illustrates that this is a challenging area for boards in all contexts (Baxter, 2018;Baxter and John, 2021). However, it is concerning that there seemed to be a lack of awareness that this could be a difficult area, and that there is both support and challenge inherent within the role of the governor.…”